Constructivist/Constructionist Learning Theories

In this week’s learning resources, Using Technology with Classroom Instruction that Works, refers to the instructional strategy of generating and testing hypotheses. The idea is to have students involved in the six steps of this strategy which involve, “(1) systems analysis, (2) problem solving, (3) historical investigation, (4) invention, (5) experimental inquiry, and (6) decision making” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.203). This instructional strategy lends itself well to the constructionist theory of learning, as students go through the six steps, they create an experiment from which they are learning. This falls directly in line with our learning resources from Dr. Orey, in which he explains the constructionist learning and teaching strategy being applied best when people build external artifacts that they can share with others (Laureate, 2009).

Generating and testing hypotheses strategies build on Dr. Orey’s ideas of students’ first-hand experiences helping them to engage in learning processes. The steps of the generating and testing hypotheses strategy will have students assimilate or accommodate to the learning schema. Dr. Orey describes assimilation and accommodation where a learner either adds something to an existing schema and makes it fit, or creates a completely new schema for something that does not fit with past learning. As a student uses and develops these strategies, they will take in information and either assimilate it to something they already know or accommodate for it by creating newly stored knowledge (Laureate, 2009).

My own classroom experiences have led me to believe that student learning and engagement with course materials tends to be higher when the learning is more student-driven. Students working together and collaborating on ideas for their work will usually produce really high-end results. Growing access to technology in the classroom, along with many students’ advanced knowledge of technology resources and skills, creates a learning environment that falls directly in line with constructionist application. Students are able to take their own knowledge of technology and apply it to best fit the demands of their individual courses. Teachers will continue to find themselves guiding their students through lessons, rather than directly teaching them. As students assimilate and accommodate their learning, teachers will have to assimilate and accommodate their teaching practices to best fit the tech-savvy students they will encounter as they move forward in their careers.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Dr. Orey

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Behaviorist Learning Theories

Even though the concept of behaviorism has grown out of fashion in the education world, as Dr. Orey stated, behaviorist practices are still used every day in the classroom. It is something that we, as teachers, are involved with all the time, even if we focus on moving away from behaviorism’s basic concepts of operant conditioning. This week’s learning resources, focusing on effort and homework and practice strategies, have opened my eyes to ideas that behaviorist practices are being used in ways to greatly benefit students. These strategies can be effectively supported through behaviorist concepts related to reinforcement. The use of these strategies, along with supportive technology resources, can provide a framework for student success that is actually linked to behaviorist practices.

The idea of reinforcing student effort is certainly a concept that most teachers can relate to. The authors of Using Technology with Classroom Instruction that Works stated, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.155). This falls back upon the behaviorist concept of positive reinforcement for desired student responses. I see my own students failing to understand the relationship between effort and their work production, and I believe the strategies offered in the Using Technology text can help to bridge that gap. If students can understand how their own effort is directly related to their achievement, they will be able to resist tendencies to place blame for poor performance on outside factors. The internalization of their achievement places responsibility within the student to reach and achieve the desired outcomes and practices.

Homework and practice strategies and concepts can be extremely beneficial to student learning experiences, but they are often viewed in a negative light by both students and teachers. I try to connect homework to in-class lessons as a form of practice. I want my students to utilize their time outside of our class to become more familiar with the material that we cover throughout the day. Students will often regard this as repetitive and boring. While I try to make all work meaningful and effective for students, sometimes the practicing of concepts or ideas is the only way to ensure students truly understand material. Pitler, Hubbell, Kuhn, and Malenoski observed, “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency. Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.188). Whether homework or practice time occurs at school or at home, I try to incorporate some type of technology resource to “liven up” the work. I want to offer a variety of methods for introducing and covering material, so that students with varying learning styles can find a strategy that works best for them. Many times one of those strategies is found through homework or practice.

Resources

Laureate Education, Inc. (Executive Producer). (2009). Behaviorists learning theory [Motion picture] Bridging learning theory, instruction, and technology Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Week 8: A New Mind-set – Reflection

Week 8: A New Mind-set – Reflection

• In what ways has this course helped you to develop your own technology skills as a professional teacher?

Through this course I have had to learn and adapt to technology resources that I was previously not very familiar with. I had very little experience working with blogs, wikis, and podcasts. This course introduced me to the development and use of those tools as applications for content in my own classroom. I have expanded my technological skills by working with those tools and also any other technology tools that aid in developing those resources. Most of my prior technology-based work centered on using the Internet and working within already-structured web pages. This course has helped me see that I can expand beyond those boundaries and use resources to better engage 21^st century students.

• In what ways have you deepened your knowledge of the teaching and learning process?

This course has shaped my teaching ideas to better develop content and lessons that are better-suited for the 21^st century student. I have had to change my approach to lesson planning so that my classes can be geared towards digital native students. I feel as though I have a better perspective of why technology needs to be integrated into the modern classroom setting after working with the course resources. The research and perspective given by the various contributors to the course resources opened my eyes to the changes in student learning that is and has taken place over the last decade. I feel that with a new perspective on student learning, I can develop my own classes to enhance the learning process.

• In what ways have you changed your perspective from being teacher-centered to learner-centered?

Much of my own class setting prior to this course was teacher-centered. That is how I was taught as a student, and that is how I was instructed to teach in college. I now see the shift that is taking place in the modern classroom towards a more learner-centered class environment. The improvement of the technology resources available to students and teachers makes a learner-centered class environment easy to create. I no longer have to run the entire class or lesson, or even trust that I have all the answers. Modern students have the capability to move at their own pace within a given structure, as well as have the ability to find information in all new areas. My objective of creating a more learner-centered environment really puts the onus on me to create lessons with structure and guidelines that will press students into using their own knowledge and skills to complete and expand on our class material. I have had to shift quite a bit of my old teaching standards and lessons, but I believe the benefits will far outweigh the work I have to put into making the transition.

• In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

I have to continue to change and advance with the 21^st century students. If I want to keep student engagement at its maximum possible levels, I will have to continue to adapt my teaching to the shifts and changes in technology. As the modern student continues its technological growth and understanding, I have to be willing to change along with them. Continuing my own education as it relates to technology integration in the classroom and then applying my new skills into the classroom will continue high levels of engagement with my students and ensure that I will not become irrelevant in the changing educational environment.

• Set two long-term goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

My first goal is to have my students work at a one-to-one ratio on computers at least three days a week for the entire school year. To accomplish this I will have to work closely with our media center and technology department to find ways to expand the number of computers we have available to all of our students. There are a variety of ways to try and go about this process, from grants, to fundraising, to changing applications of department funding. My second goal is to expand the time and work of my classes to areas outside of the normal school day. I want each of my students to have to interact with some kind of online course materials at times beyond the regular school day. This will involve each of my students having access to a computer with online access from home. While most of my students already have this, there are still many that do not. I want to work with the media center and technology department to find ways to provide computers to students to use at home that have access to our online classroom. Again, there are various ways to go about this; they just need to be instituted.

• Refer to your checklist from Week 1. Have any of your answers changed after completing this course?

Most of my answers in regards to “Practices to Support 21^st Century Skill” have not changed. The biggest shift in my own involvement with technology integration in my school has occurred with “Developing Technology Skills for the School and Workplace Environments.” I have become more involved in developing a technological vision for my school and working across departments to work for better technology integration in our school. I feel that I have also done a better job of modeling technology integration and proper technology use to support student-centered work. I see my areas of strength sustaining, while taking advantage of our course resources and applications to improve on possible areas of weakness.

Week 8, Reflection:

Ross Walker

Teacher - Forsyth Central High School

Grade 9

Cumming, GA

Submitted, June 13, 2010

EDUC-6710I-1 Understanding the Impact of Technology on Education, Work, and Society

Digital Native Demographic Podcast

This Podcast takes a look at the demographic profile of my World Geography students. In the Podcast I try to see how students are using technology and how it relates to their personal lives and their educations.


http://rosswalker.podbean.com/

Partnership for 21st Century Skills

The website for the Partnership for 21st Century Skills national organization serves as a huge resource that advocates 21st century readiness for students and educators. The website offers a wide variety of resources, including skills frameworks and outlines, professional publications, blogs, interactive tools, videos, lessons, and numerous other resources that have been developed to help educators bring their students into the 21st century educational and professional environment. The organization looks to serve as a link between the traditional three Rs of education and the more 21st century-minded four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation). Their mission of building collaborative partnerships among education, business, community and government leaders looks to change modern education in a way that will bridge the gap between skills learned in school and those necessary to compete and exist in the 21st century community and workplace.

I was surprised by the amount of content found on the website. I knew the idea of developing the 21st century classroom was a prominent one, but it almost felt as though it was still a grassroots movement. To have an organization like this, that has developed so many resources intended to change the climate of modern education, was actually a little shocking. The seemingly already large acceptance of the ideas presented by the P21 was also a bit surprising. To see 14 states already involved with the initiative of the program, as well as the countless educators that have contributed to the organizations resources and ideas, is quite astounding. The movement towards more modern education in the 21st century is certainly on its way. I was also somewhat surprised by the negative feedback that existed in response to some of the content on the website. There is definitely a faction of "old-guard" educators that are reluctant to the changing environment of 21st century education, but I was surprised to see them use this format to voice their opinions.

It is hard to disagree with anything on the P21 website. They have clearly stated their mission and goals for changing education in the 21st century, and have done a good job of presenting information and providing resources that can be used to develop their program. I could possibly see issues arising between the business element of the initiative and the local governments involved with education. What type of draw and pull will businesses have with the initiative? How will the business world define what is happening in the classroom? I can see traditional education minds rejecting the business world's impact.

What are the implications and the impact of such an organization on my classroom and my students? Is it just another tool or resource to help advance my class into the 21st century? That is yet to be determined. I do think there are some powerful ideas and resources made available through this website that can certainly help advance my classroom along with the mission of P21. The goal of this organization and website fall directly in line with the types of material that we have previously encountered through our technology impact course. This is the type of organization through which you can place a solid foundation for a classroom initiative that can advance your students into a productive 21st century classroom. The tools made available through the P21 website can set your teachings in a direction that can form the necessary bridge between the modern classroom and the modern business world.

Taking the Blog Into The Classroom

I have spent a great deal of time trying to think of ways to incorporate this blog into regular use for my classes. I teach ninth grade World Geography, so after many discussions with other social studies teachers, I have found that they are currently using blogs in a variety of ways. My goal is to piece together several of these ideas in a manner that can provide something that my students will find useful and meaningful.

My first thought, and that of several of my colleagues, was to use the blog as an area to post assignments and lessons from the course. I decided against this course of action, as I already have a school-based website that I use to keep my students and their parents up-to-date with that kind of information. That site also contains a course calendar and options for gradebook access. I want to avoid that kind of "nuts and bolts" content for this blog. I want to use the blog to provide something for my students that will meaningfully supplement their course work and offer an opportunity for better engagement with the course material.

I believe I will start offering supplemental information (i.e. relevant news articles or videos) to our classroom material on the blog for students to read or view, and then have them use the blog to further our class discussion on the subject material. Students will be required to read or view the blog's material and then post a comment on how it relates to our classroom content and discussions.

I also like the idea of having students continue classroom discussions and debates on the blog. We will often run out of class time when discussing hot-button issues related to our course content, and are forced to leave them behind when moving on to new subjects. The blog will provide a new space to continue those debates with each student actually having their opinions heard and responded to.

This blog can also serve as an open forum for students to discuss the day-to-day activity of our class. Any questions students might have can be posted on the blog to be answered by myself or even another student. I really like the idea of the students having an area where they can have an open discussion without being ridiculed or worrying about other students controlling the direction of the class.

I know that I am being very short-sighted with these ideas but I am certainly willing to try anything to better engage my students. Let me know what you think about my ideas and let me hear some of your own.